You need not document every minute you spend with students, but the major instructional components of your program should be described here. Include:
Library Curriculum strand addressed (F U S E) Please note the Library Curriculum is in DRAFT form as of Jan 2010.
OCG: unit or lesson (content/subject or library) documented in the OCG?
Grade level of the students
Description of the instructional activities
Method(s) of assessment and results of assessment(s)
Reflection: How did it go? What will you change next time?
Second Semester Seventh Grade Lessons Nonfiction Travel Brochure Project: · Library Curriculum strand addressed (F U S E): Find- Almost all Find Strand were used. Identify and use resources in various formats to find information (F2D6-12a) Develop questions to guide research with assistance (F2C6-9a) Locate information sources using appropriate organizational tools (F2D7-8c) Explain, with assistance, bias within a source (F2E5-7c.4) Use Construct new knowledge based on information gathered from a variety of sources including collaboration (U1AK-12a) Modify a search strategy to better find information in different types of resources (U1B7-12a) Use technology tools to communicate new knowledge (U2AK-12c) Apply the concepts of intellectual property (S2A6-12b) Evaluate the research process (S1A6-12e) Follow school district policies and other regulations while accessing and using sources, including print and digital (S2A3-12b) Organize information so that it is useful (U1C3-12a) Share Cite different types of sources using appropriate citation format (S2A6-12a) Enjoy Find information to satisfy personal interests and questions (E1B6-12a) Evaluate media messages in daily life (E1EK-12a)
OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Communication Arts, Research Skills
Grade level of the students: Seventh Grade,Communication Arts
Description of the instructional activities: I was a part of this unit from it's inception through evaluation. It was written by the Literacy Coach and myself and taught by all three of us. Students used nonfiction text features to research a location, then created an information and persuasive brochure to invite a specific audience to visit their location. Almost all strand in Find were used. UbD unit and other resources can be found under collaboration on the Home page.
Method(s) of assessment and results of assessment(s): formative assessment throughout, final project evaluated by rubric (see attached)
Reflection: How did it go? What will you change next time? This project took a long time to complete, but students liked the choice and creativity involved. The different forms of writing involved in this project were great, students learned a lot.
· January/February 2010
Review of Databases and Website Evaluation: · Library Curriculum strand addressed (F U S E): Find, Use Find Locate, with assistance, information sources using appropriate organizational tools based on information need (F2D7-8c) Evaluate the effect of the copyright date on the value of the information (F2E5-12b.3) Evaluate a source for credibility (F2E6-12c.2) Evaluate accuracy of information by determining whether it contradicts or verifies other sources (F2E7-12c.3) Share Follow school district policies and other regulations while accessing and using sources, including print and digital (S2A3-12b)
OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Social Studies, Research Skills
Grade level of the students: Seventh Grade,Social Studies
Description of the instructional activities: Students were reminded of databases and how to evaluate a website using REAL.
Method(s) of assessment and results of assessment(s): Students evaluated one website they were to use for research, that evaluation was turned in and checked.
Reflection: How did it go? What will you change next time? Many students remembered website evaluation from Sixth Grade after prompting. I am not sure how to get students to always evaluate information they encounter in the future.
· February 2010
Medieval Times Research Project: · Library Curriculum strand addressed (F U S E): Find Identify whether the information contradicts or verifies other sources (F2E5-6c.3) Evaluate a source for credibility (F2E6-12c.2) Locate information sources using appropriate organizational tools (F2D7-8c) Locate relevant sources to meet information need (F2B8-12a) Use Construct new knowledge based on information gathered from a variety of sources including collaboration (U1AK-12a) Modify a search strategy to better find information in differenct types of resources (U1B7-12a) Use technology tools to organize new information (U1C6-12b) Share Cite different types of sources using appropriate citation format (S2A6-12a) Follow school district policies and other regulations while accessing and using sources, including print and digital (S2A3-12b) Apply copyright guidelines when gathering, using and sharing information (S2A6-12c)
OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Social Studies, Research Skills
Grade level of the students: Seventh Grade,Social Studies
Description of the instructional activities: Students researched a topic in the middle ages, such as treatment of the mental illness. Then research how the topic has changed throughout history. I was to reteach website evaluation. I created an ikeepbookmarks site with 5 reliable sources and 3 less reliable. Students had to identify the less reliable sites and record that site. (See attached requirements)
Method(s) of assessment and results of assessment(s): Identify the unreliable source and explain why it is not reliable.
Reflection: How did it go? What will you change next time? This was a pretty neat project, taking the research or concepts further than a bird unit and having students really think about issues across time periods. Again, many of the students remembered website evaluation from Sixth grade. The teacher did have me help here create the project.
· May 2010
First Semester Seventh Grade Lessons
Award Book Talk and Incentive Information:
Library Curriculum strand addressed (F U S E):Find and Enjoy
Find 2Aa: Select and use the navigational features of print and digital sources using critical thinking skills. Enjoy 1Aa: Select books from various genres for leisure reading.
OCG: unit or lesson (content/subject or library) documented in the OCG?Library Content Area, Literature Appreciation
Grade level of the students:Seventh Grade,Communciation Arts
Description of the instructional activities:Students learned about the Southwest Middle MO Reader's Award Nominee reading incentive program.Reading the 09-10.pdf They were shown where to access the Quia quizzes for all the nominees. I book talked several books and students watched the MASL view of the nominees.
Method(s) of assessment and results of assessment(s):No assessment given
Reflection: How did it go? What will you change next time?The book talk and video are always a hit and I have many students participate in the reading of the nominees. I wish I could give every student a nominee to read, because students are so excited to read them and I often need to ration them so several students in every CA class get a chance at checking one out.
August 2009 Ancient Egypt Research Project:
Library Curriculum strand addressed (F U S E):Find, Use
Find 2Ba Identify and locate, with assistance, relevant sources to meet information need 2Cb Generate key words to investigate a topic. 2Cc Revise or clarify, with assistance, focus questions and or key words as information is gathered. 2Dc Locate, with assistance information sources using appropriate organizational tools based on the information needed. 2Aa Select and use the navigational features of print and digital sources using critical thinking skills. 3Ab Locate relevant information from a selected source with assistance. Use 1Ba Evaluate whether the information need was met.
OCG: unit or lesson (content/subject or library) documented in the OCG?Library and Social Studies, Research Skills
Grade level of the students:Seventh Grade,Social Studies
Description of the instructional activities:Students were introduced to the BIG 6 Research Process (Task Definition, Information Seeking Strategies, Location and Access and Use of Information).//ancient egypt.doc//Students were introduced to the PANDA databases that are applicable to this project. (Worldbook Online and NetTrekker). They were also reminded about website evaluation from last year (REAL)//REAL tall.doc//. Attached is the project sheet from the teacher.//2009 Ancient Egypt Travel Brochu.do////c////Ancient Egypt Topics.pdf//
Method(s) of assessment and results of assessment(s):no assessment
Reflection: How did it go? What will you change next time?Students were receptive to the Big6, we talked through the steps and discussed each one. This project requires the use of overhead projectors too. The students use transparencies of the maps of the Nile, they trace them and label required locations and landmarks.
September/October 2009
Parkway Science Fair:
Library Curriculum strand addressed (F U S E): Find and Share
Find 2Ba Identify and locate relevant sources to meet information need 2Cb Generate key words to investigate a topic 2Ca Develop questions to guide research with assistance. 2Dc Locate information sources using appropriate organizational tools. 2D b. 3 Evaluate the effect of the copyright date on the value of the information. 2E b.1 Evaluate information for relevance in relationship to the topic. 2Aa Select and use the navigational features of print and digital sources using critical thinking skills. Share 2Aa Cite different types of sources using appropriate citation format. 2Ab Apply the concepts of intellectual property.
OCG: unit or lesson (content/subject or library) documented in the OCG?Library and Science, Research Skills
Grade level of the students:Seventh Grade,Science
Description of the instructional activities:Students were reminded of the PANDA databases and were taught MLA format and the importance of MLA, and why we cite sources. Students set up KnightCite accounts and began researching their chosen topics.
Method(s) of assessment and results of assessment(s):no assessment
Reflection: How did it go? What will you change next time?Students are required to research and conduct their science fair project all at home. Students were excited about KnightCite and have never used it before. I see a lot of opportunity in the science fair project for collaboration with the library media specialist and communication arts teachers. This is the first year Challenge Science students were required to conduct a science fair project. Maybe in the future we can collaborate more on this.
December 2009
Units Supported, No Instruction Chinese Dynasties - websites
Instruction with students
You need not document every minute you spend with students, but the major instructional components of your program should be described here. Include:
Second Semester Seventh Grade Lessons
Nonfiction Travel Brochure Project:
· Library Curriculum strand addressed (F U S E):
Find- Almost all Find Strand were used.
Identify and use resources in various formats to find information (F2D6-12a)
Develop questions to guide research with assistance (F2C6-9a)
Locate information sources using appropriate organizational tools (F2D7-8c)
Explain, with assistance, bias within a source (F2E5-7c.4)
Use
Construct new knowledge based on information gathered from a variety of sources including collaboration (U1AK-12a)
Modify a search strategy to better find information in different types of resources (U1B7-12a)
Use technology tools to communicate new knowledge (U2AK-12c)
Apply the concepts of intellectual property (S2A6-12b)
Evaluate the research process (S1A6-12e)
Follow school district policies and other regulations while accessing and using sources, including print and digital (S2A3-12b)
Organize information so that it is useful (U1C3-12a)
Share
Cite different types of sources using appropriate citation format (S2A6-12a)
Enjoy
Find information to satisfy personal interests and questions (E1B6-12a)
Evaluate media messages in daily life (E1EK-12a)
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Communication Arts, Research Skills
- Grade level of the students: Seventh Grade, Communication Arts
- Description of the instructional activities: I was a part of this unit from it's inception through evaluation. It was written by the Literacy Coach and myself and taught by all three of us. Students used nonfiction text features to research a location, then created an information and persuasive brochure to invite a specific audience to visit their location. Almost all strand in Find were used. UbD unit and other resources can be found under collaboration on the Home page.
- Method(s) of assessment and results of assessment(s): formative assessment throughout, final project evaluated by rubric (see attached)
- Reflection: How did it go? What will you change next time? This project took a long time to complete, but students liked the choice and creativity involved. The different forms of writing involved in this project were great, students learned a lot.
· January/February 2010Review of Databases and Website Evaluation:
· Library Curriculum strand addressed (F U S E): Find, Use
Find
Locate, with assistance, information sources using appropriate organizational tools based on information need (F2D7-8c)
Evaluate the effect of the copyright date on the value of the information (F2E5-12b.3)
Evaluate a source for credibility (F2E6-12c.2)
Evaluate accuracy of information by determining whether it contradicts or verifies other sources (F2E7-12c.3)
Share
Follow school district policies and other regulations while accessing and using sources, including print and digital (S2A3-12b)
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Social Studies, Research Skills
- Grade level of the students: Seventh Grade, Social Studies
- Description of the instructional activities: Students were reminded of databases and how to evaluate a website using REAL.
- Method(s) of assessment and results of assessment(s): Students evaluated one website they were to use for research, that evaluation was turned in and checked.
- Reflection: How did it go? What will you change next time? Many students remembered website evaluation from Sixth Grade after prompting. I am not sure how to get students to always evaluate information they encounter in the future.
· February 2010Medieval Times Research Project:
· Library Curriculum strand addressed (F U S E):
Find
Identify whether the information contradicts or verifies other sources (F2E5-6c.3)
Evaluate a source for credibility (F2E6-12c.2)
Locate information sources using appropriate organizational tools (F2D7-8c)
Locate relevant sources to meet information need (F2B8-12a)
Use
Construct new knowledge based on information gathered from a variety of sources including collaboration (U1AK-12a)
Modify a search strategy to better find information in differenct types of resources (U1B7-12a)
Use technology tools to organize new information (U1C6-12b)
Share
Cite different types of sources using appropriate citation format (S2A6-12a)
Follow school district policies and other regulations while accessing and using sources, including print and digital (S2A3-12b)
Apply copyright guidelines when gathering, using and sharing information (S2A6-12c)
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Social Studies, Research Skills
- Grade level of the students: Seventh Grade, Social Studies
- Description of the instructional activities: Students researched a topic in the middle ages, such as treatment of the mental illness. Then research how the topic has changed throughout history. I was to reteach website evaluation. I created an ikeepbookmarks site with 5 reliable sources and 3 less reliable. Students had to identify the less reliable sites and record that site. (See attached requirements)
- Method(s) of assessment and results of assessment(s): Identify the unreliable source and explain why it is not reliable.
- Reflection: How did it go? What will you change next time? This was a pretty neat project, taking the research or concepts further than a bird unit and having students really think about issues across time periods. Again, many of the students remembered website evaluation from Sixth grade. The teacher did have me help here create the project.
· May 2010First Semester Seventh Grade Lessons
Award Book Talk and Incentive Information:
- Library Curriculum strand addressed (F U S E): Find and Enjoy
Find2Aa: Select and use the navigational features of print and digital sources using critical thinking skills.
Enjoy
1Aa: Select books from various genres for leisure reading.
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library Content Area, Literature Appreciation
- Grade level of the students: Seventh Grade, Communciation Arts
- Description of the instructional activities: Students learned about the Southwest Middle MO Reader's Award Nominee reading incentive program. Reading the 09-10.pdf They were shown where to access the Quia quizzes for all the nominees. I book talked several books and students watched the MASL view of the nominees.
- Method(s) of assessment and results of assessment(s): No assessment given
- Reflection: How did it go? What will you change next time? The book talk and video are always a hit and I have many students participate in the reading of the nominees. I wish I could give every student a nominee to read, because students are so excited to read them and I often need to ration them so several students in every CA class get a chance at checking one out.
August 2009Ancient Egypt Research Project:
- Library Curriculum strand addressed (F U S E): Find, Use
Find2Ba Identify and locate, with assistance, relevant sources to meet information need
2Cb Generate key words to investigate a topic.
2Cc Revise or clarify, with assistance, focus questions and or key words as information is gathered.
2Dc Locate, with assistance information sources using appropriate organizational tools based on the information needed.
2Aa Select and use the navigational features of print and digital sources using critical thinking skills.
3Ab Locate relevant information from a selected source with assistance.
Use
1Ba Evaluate whether the information need was met.
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Social Studies, Research Skills
- Grade level of the students: Seventh Grade, Social Studies
- Description of the instructional activities: Students were introduced to the BIG 6 Research Process (Task Definition, Information Seeking Strategies, Location and Access and Use of Information). //ancient egypt.doc// Students were introduced to the PANDA databases that are applicable to this project. (Worldbook Online and NetTrekker). They were also reminded about website evaluation from last year (REAL) //REAL tall.doc//. Attached is the project sheet from the teacher. //2009 Ancient Egypt Travel Brochu.do////c////Ancient Egypt Topics.pdf//
- Method(s) of assessment and results of assessment(s): no assessment
- Reflection: How did it go? What will you change next time? Students were receptive to the Big6, we talked through the steps and discussed each one. This project requires the use of overhead projectors too. The students use transparencies of the maps of the Nile, they trace them and label required locations and landmarks.
September/October 2009Parkway Science Fair:
- Library Curriculum strand addressed (F U S E): Find and Share
Find2Ba Identify and locate relevant sources to meet information need
2Cb Generate key words to investigate a topic
2Ca Develop questions to guide research with assistance.
2Dc Locate information sources using appropriate organizational tools.
2D b. 3 Evaluate the effect of the copyright date on the value of the information.
2E b.1 Evaluate information for relevance in relationship to the topic.
2Aa Select and use the navigational features of print and digital sources using critical thinking skills.
Share
2Aa Cite different types of sources using appropriate citation format.
2Ab Apply the concepts of intellectual property.
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Science, Research Skills
- Grade level of the students: Seventh Grade, Science
- Description of the instructional activities: Students were reminded of the PANDA databases and were taught MLA format and the importance of MLA, and why we cite sources. Students set up KnightCite accounts and began researching their chosen topics.
- Method(s) of assessment and results of assessment(s): no assessment
- Reflection: How did it go? What will you change next time? Students are required to research and conduct their science fair project all at home. Students were excited about KnightCite and have never used it before. I see a lot of opportunity in the science fair project for collaboration with the library media specialist and communication arts teachers. This is the first year Challenge Science students were required to conduct a science fair project. Maybe in the future we can collaborate more on this.
December 2009Units Supported, No Instruction
Chinese Dynasties - websites